Honours/Masters Courses

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• Contemporary Social Theory (SOCY702/802)

  Aim: To confront students with contemporary issues and theoretical approaches in the social sciences.
  Content: Advanced study of selected contemporary theorists and theoretical debates.

  This course employs as central source the book on Contemporary Philosophy of Social Science by Brian Fay. Fay writes that "This book approaches the philosophy of social science in a new way, one centred on the experience of sharing a world in which people differ significantly from one another". While some would disagree with the confidence with which the statement about difference is made, pointing to the cultural leveling effects of globalisation and the effective extinction of languages and the cultures of small communities, as well as of the dilution generally of distinctive cultural practices, Fay does address a strong and significant political counter-trend, namely demands for the recognition and valuing of diversity. In addition, post-modernism and multi-culturalism demands that we address the theoretical implications of claims for the acknowledgement of difference and diversity.

  This approach, of multi-culturalism and of particularity, can find expression in demands for national self-determination and even extreme conflict and genocide. In the social sciences it can manifest itself in calls for a relativism that denies the validity of generalisable values and criticism from beyond the boundaries of experience of the group or even of the individual. In South Africa, no less than in many other multicultural societies, and possibly more strongly than in most, these tendencies are present. The relevance for discussing these issues and their relevance to the social sciences, both theoretically and methodologically, would seem to be clear. The answers to the questions raised by thin (weak) or thick (strong and deep) multiculturalism are, however, far from obvious and remain hotly contested - within universities, from political platforms and even within general public debate.

  The course is presented through weekly seminars, using as a central thread for discussion chapters from Fay's book, supplemented by additional questions and a few suggested readings on the same issue. You will be required to illustrate the practical implications of the issues raised by Fay.

• Research Design and Statistics (SOCY703/803)

  Aim: To review the current state of the art in methodological debates and practices. To prepare postgraduate students to design, conduct and/or manage applied social research.
  Content: Discussion of principles, processes and practice of research methodology, with hands-on experience.

• Race Thinking and Thinking about Race (SOCY714/814)

  Aim: Critically to address this central social science issue, comparatively and theoretically. To carry out a piece of research relevant to Race Thinking and Thinking about Race.
  Content: Processes of formation of race thinking, public discourses and content of racialism, representation and official confirmation of race. Application of this to an independent piece of research.

  This module addresses the social issue of race thinking (and, to some extent, racism), in South African society, as well as exploring ways of thinking about race in comparative and theoretical perspectives. The intention is to move beyond the political rhetoric surrounding the issue and to develop a critical position that can take account of the effects of living in an historically racist and racialised society without remaining entrapped in it. Such an approach demands imaginative ways of approaching the subject matter as well as innovative research methods to reveal the content of race thinking, and how race boundaries are created, maintained, adapted, but also subverted.

  Race thinking refers to acceptance, as part of the stories of everyday life with which we all operate, "that there are heritable characteristics, possessed by members of our species, which allow us to divide them into small sets of races..." (as Kwame Anthony Appiah wrote). It forms the basis of the way in which we receive, perceive, and interpret the "multi-racial" world, and hence it informs the way in which we act in and on that world. My own argument here is that actions based on race thinking need not be racist, or find expression in racist values or racist actions and expressions. In other words, a distinction exists between race thinking and racism. Race thinking informs human relations as "race relations", while racism (and extreme form of race thinking) dehumanises and denigrates the racialised other.

  This is not only an important area of study, but it also offers many challenging examples and possible ways of examining the production of race thinking. These may range from Indian and Chinese beauty contests to sport quotas (such as in rugby and cricket in South Africa); from oil and beer advertisements to textbook selection for schools; from racialisation of the body to trans/cross-racial adoption; from arguments for the political necessity of race thinking to positions that argue against any validity of race; and much more. The course will be as much what you make of it as it is shaped by the broad structure of the seminars. While it will focus on the South African case, certainly not unique but certainly extreme, comparison is expected of students. Students are encouraged to draw on their own social contexts and autobiographies. In addition, an important dimension will be to consider how notions of community lie beyond or parallel to a racialised society.

  On completion of this module learners should:

  • be familiar with the terminology employed within writing located in the broad area of "thinking about race", as well as with the legislative position on race in South Africa and in some comparative case studies;
  • be familiar with international theoretical debates on racialism and racism;
  • be familiar with literature on the origins of racism and race thinking, in South Africa and in some comparative country-studies, and be able to historicise race thinking;
  • have evaluated existing research into race thinking in areas such as the media, education and the workplace;
  • be able to evaluate policy proposals for dealing with racism, and to offer alternatives;
  • be able to present findings in various forms, and to prepare proposals for and undertake research in this field.

• Feminism and Gender in SA (SOCY713/813)

  Aim: To explore theory versus experiences in SA feminism. To carry out a piece of research relevant to Feminism and Gender in SA.
  Content: Critiques of Western feminism; assessment of applicability for SA; assessment of feminism(s) in SA today. Application of this to an independent piece of research.

  The overall focus of this course is to explore feminism and gender relations in South Africa within a sociological perspective. Students will begin by developing a critique of Western feminism. This critique will draw on the voices of many racial and ethnic groups from Africa, India, Mexico and so on. We will look at African feminism(s) in relation to experience, identity, and region. We will then assess the status of feminism in South Africa today through exploration of the ongoing debate of theory versus experience. A major part of this assessment will involve a group research project within a feminist methodological paradigm allowing us the opportunity to explore feminist methodology. The learning outcomes are:

  • Students will gain an awareness of the complexity of feminist theory through the critique of western feminism and the exploration of black feminism
  • Students will develop the ability to assess theories
  • Students will gain the ability to assess feminism in South Africa today
  • Students will develop research skills and research experience
  • Students will develop greater articulacy and self-reflexivity in relation to their own gendered experiences.

• The Sociology of Health (SOCY712/812)

  Aim: To draw attention to social inequality shaping of social perceptions of the ill body, through an introduction to the Sociology of Health. To carry out a piece of research relevant to the Sociology of Health.
  Content: Introduction to the field. Concepts, perspectives and methods used in sociology that have relevance to public health. Special focus on public health in the workplace. Topics such as HIV/AIDS. Application of this to an independent piece of research.

  The overall purpose of this course is to introduce students to the Sociology of Health as a field of study, both those students who had a previous under-graduate introduction, as well as students located in cognate disciplines. The importance of the sociological study of health and ill-health is high-lighted. Concepts, perspectives and methods used in sociology that have special relevance to public health issues as well as health in the workplace are examined, in order to advance an understanding of the social dimension of health and ill-health. Attention will be drawn to power-imbalances in society and the shaping of social perceptions of the ill body. These approaches will be located within the South and southern African context (for example, through the study of such topics as STI/HIV/AIDS), while comparative material will be referred to.

  On completion of this module, students should:

  • understand the field of the sociology of health;
  • understand relevant concepts and theories within this field;
  • be familiar with research methods employed within the sociology of health;
  • be familiar with concrete illustrative cases, both in South Africa and in comparative perspective;
  • be able to assess policy and evaluate implementation;
  • be able to present issues of specific relevance to health and ill-health and the world of work;
  • be able to present to present informed and critical material on the areas covered in the module, both in written form and in presentation to an audience.

• The Sociology of Education (SOCY711/811)

  Aim: To introduce and develop and advanced understanding of contemporary sociological analysis of education and social transformation. To carry out a piece of research to The Sociology of Education.
  Content: Impact of the Information Age on education in society; analysis of theories of education; transformation of SA educational institutions in a global context. Application of this to an independent piece of research.

• Advanced Social Research Methods (SOCY804)

  Aim: To provide advanced research methods skills in preparation for dissertation projects.
  Content: Theoretical, philosophical and ethical concerns in social research, as well as practical training; proposal preparation.

  The main purpose of this Advanced Research Methods course is to prepare students for the research they will do as independent researchers. For this reason it has a strong practical emphasis without, however, losing sight of the more abstract theoretical and ethical questions related to the research process.

  At the Masters level, there is a move away from teaching and direct learning towards mentoring and supervision of work undertaken by the students. We wish to capture that change in the course. As part of the process we wish to introduce students and ask for critical reflection on research projects being undertaken in a range of areas.

  The course has two dimensions:

  1. The first of these is a process which assists students in preparing a research proposal as well as examining the supervisory process and relationship. While all students will begin this process as a group, along with staff, for the first five weeks, it will be increasingly individualised as students make progress on their own, unique, proposals - under supervision. At this later stage, support groups comprising staff and students can be introduced so that the journey is not totally isolated. These groups will meet every two weeks. The intended outcomes are the research proposals (which, if well done, will mean that students are already well on their way to undertaking research), and a supervisory contract.
     
     
  2. The second will consist of two kinds of seminars, alternating every fortnight. These are:
     • Invited researchers to present seminars on a range of different research topics. Where possible, these topics will reflect different purposes, methodologies and approaches. The presenters will be given questions to help structure their presentations. Presenters will be from within the University and from a range of research projects outside the University. Students will receive the same questions. Questions will follow a similar "path" to that of the "ideal" research project.
     • In the alternate weeks, students to provide a critical evaluation of the previous week's presentation in a written report. The student reports will demand library work to substantiate points of criticism or to form the basis of evaluation, as well as demanding familiarity with comparative case studies.

  Together, the two types of seminars combine practical skills and theoretical knowledge, as well as familiarisation with contemporary research approaches and projects. Additional benefits include developing critical thinking and writing skills, both of which to be closely monitored. Students will have completed six critical assignments by the end of the course.